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From pressure to teach to the test and the use of quantitative metrics to define education quality, to the rise of school choice and the shift of principals from colleagues to managers, teachers in New York, Mexico City, and Toronto have experienced strikingly similar challenges to their professional autonomy. By visiting schools and meeting teachers, government officials, and union leaders, Paul Bocking identifies commonalities that are shaping how teachers' work and public schools function. While arguing that neoliberal education policy is a dominant trend transcending the realities of school districts, states, or national governments, Bocking also demonstrates the importance of local context to explain variations in education governance, especially when understanding the role of resistance led by teachers' unions.
|Publication date:||20th April 2020|
|Publisher:||University of Toronto Press|
|Categories:||Institutions & learned societies: general, Urban communities,|
Paul Bocking recently earned his PhD in geography from York University and is a sessional lecturer in the School of Labour Studies at McMaster University.More About Paul Bocking